wikipedia adventure
the Wikipedia Adventure
https://en.wikipedia.org/wiki/Wikipedia:The_Wikipedia_Adventure
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more on wikipedia in this IMS blog
https://blog.stcloudstate.edu/ims?s=wikipedia
Digital Literacy for St. Cloud State University
the Wikipedia Adventure
https://en.wikipedia.org/wiki/Wikipedia:The_Wikipedia_Adventure
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more on wikipedia in this IMS blog
https://blog.stcloudstate.edu/ims?s=wikipedia
Minnesota State University Moorhead – Software Carpentry Workshop
Reservation code: 680510823 Reservation for: Plamen Miltenoff
Hagen Hall – 600 11th St S – Room 207 – Moorhead
pad.software-carpentry.org/2017-10-27-Moorhead
http://www.datacarpentry.org/lessons/
https://software-carpentry.org/lessons/
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Friday
Jeff – certified Bash Python, John
https://ntmoore.github.io/2017-10-27-Moorhead/
what is shall and what does it do. language close to computers, fast.
what is “bash” . cd, ls
shell job is a translator between the binory code, the middle name. several types of shells, with slight differences. one natively installed on MAC and Unix. born-again shell
bash commands: cd change director, ls – list; ls -F if it does not work: man ls (manual for LS); colon lower left corner tells you can scrool; q for escape; ls -ltr
arguments is colloquially used with different names. options, flags, parameters
cd .. – move up one directory . pwd : see the content cd data_shell/ – go down one directory
cd ~ – brings me al the way up . $HOME (universally defined variable
the default behavior of cd is to bring to home directory.
the core shall commands accept the same shell commands (letters)
$ du -h . gives me the size of the files. ctrl C to stop
$ clear . – clear the entire screen, scroll up to go back to previous command
man history $ history $! pwd (to go to pwd . $ history | grep history (piping)
$ cat (and the file name) – standard output
$ cat ../
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how to edit and delete files
to create new folder: $ mkdir . – make directory
text editors – nano, vim (UNIX text editors) . $ nano draft.txt . ctrl O (save) ctr X (exit) .
$ vim . shift esc (key) and in command line – wq (write quit) or just “q”
$ mv draft.txt ../data . (move files)
to remove $ rm thesis/: $ man rm
copy files $cp $ touch . (touches the file, creates if new)
remove $ rm . anything PSEUDO is dangerous Bash profile: cp -i
*- wild card, truncate $ ls analyzed (list of the analyized directory)
stackoverflow web site .
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head command . $head basilisk.day (check only the first several lines of a large file
$ for filename in basilisk.dat unicorn.dat . (making a loop = multiline)
> do (expecting an action) do
> head -n 3 $filename . (3 is for the first three line of the file to be displayed and -n is for the number)
> done
for doing repetitive functions
also
$ for filename in *.dat ; do head -n 3$x; done
$ for filename in *.dat ; do echo $filename do head -n 3$x; done
$ echo $filename (print statement)
how to loop
$ for filename in *.dat ; do echo $filename ; echo head -n 3 $filename ; done
ctrl c or apple comd dot to get out of the loop
http://swcarpentry.github.io/shell-novice/02-filedir/
also
$ for filename in *.dat
> do
> $filename
> head -n 10 (first ten files ) $filename | tail -n 20 (last twenty lines)
$ for filename in *.dat
do
>> echo $filename
>> done
$ for filename in *.dat
>> do
>> cp $filename orig_$filename
>>done\
history > something else
$ head something.else
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another function: word count
$ wc *.pdb (protein databank)
$ head cubane.pdb
if i don;t know how to read the outpun $ man wc
the difference between “*” and “?”
$ wc -l *.pdb
$
wc -l *.pdb > lenghts.txs
$ cat lenghts.txt
$ for fil in *.txt
>>> do
>>> wc -l $fil
by putting a $ sign use that not the actual text.
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$ nano middle.sh . The entire point of shell is to automate
$ bash (exectubale) to run the program middle.sh
rwx – rwx – rwx . (owner – group -anybody)
bash middle.sh
$ file middle.sh
$path .
$ echo $PATH | tr “:” “\n”
/usr/local/bin
/usr/bin
/bin
/usr/sbin
/sbin
/Applications/VMware Fusion.app/Contents/Public
/usr/local/munki
$ export PATH=$PWD:$PATH
(this is to make sure that the last version of Python is running)
$ ls ~ . (hidden files)
$ ls -a ~
$ touch .bach_profile .bashrc
$history | grep PATH
19 echo $PATH
44 echo #PATH | tr “:” “\n”
45 echo $PATH | tr “:” “\n”
46 export PATH=$PWD:$PATH
47 echo #PATH | tr “:” “\n”
48 echo #PATH | tr “:” “\n”
55 history | grep PATH
wc -l “$@” | sort -n ($@ – encompasses eerything. will process every single file in the list of files
$ chmod (make it executable)
$ find . -type d . (find only directories, recursively, )
$ find . -type f (files, instead of directories)
$ find . -name ‘*.txt’ . (find files by name, don’t forget single quotes)
$ wc -l $(find . -name ‘*.txt’) – when searching among direcories on different level
$ find . -name ‘*.txt’ | xargs wc -l – same as above ; two ways to do one and the same
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Saturday
Python
C and C++. scripting purposes in microbiology (instructor). libraries, packages alongside Python, which can extend its functionality. numpy and scipy (numeric and science python). Python for academic libraries?
going out of python $ quit () . python expect beginning and end parenthesis
new terminal needed after installation. anaconda 5.0.1
python 3 is complete redesign, not only an update.
http://swcarpentry.github.io/python-novice-gapminder/setup/
jupyter crashes in safari. open in chrome. spg engine maybe
https://swcarpentry.github.io/python-novice-gapminder/01-run-quit/
to start python in the terminal $ python
>> variable = 3
>> variable +10
several data types.
stored in JSON format.
command vs edit code. code cell is the gray box. a text cell is plain text
markdown syntax. format working with git and github . search explanation in https://swcarpentry.github.io/python-novice-gapminder/01-run-quit/
hackMD https://hackmd.io/ (use your GIthub account)
PANDOC – translates different data formats. https://pandoc.org/
print is a function
in what cases i will run my data trough Python instead of SPSS?
python is a 0 based language. starts counting with 0 – Java, C, P
atom_name = ‘helium ‘
print(atom_name[0]) string slicing and indexing is tricky
muillyreb muihtil muileh
/Users/plamen_local/anaconda3/lib/python3.6/site-packages/pandas/__init__.py
import pandas
data = pandas.read_csv(‘/Users/plamen_local/Desktop/data/gapminder_gdp_oceania.csv’ , index_col=’country’)
data.loc[‘Australia’].plot()
plt.xticks(rotation=10)
GD plot 2 is the most well known library.
xelatex is a PDF engine. reST restructured text like Markdown. google what is the best PDF engine with Jupyter
four loops . any computer language will have the concept of “for” loop. In Python: 1. whenever we create a “for” loop, that line must end with a single colon
2. indentation. any “if” statement in the “for” loop, gets indented
FridayLive!! Oct 27 THIS WEEK 2:00 PM EDT
Minecraft for Higher Ed? Try it. Pros, Cons, Recommendations?
Description: Why Minecraft, the online video game? How can Minecraft improve learning for higher education?
We’ll begin with a live demo in which all can participate (see “Minecraft for Free”).
We’ll review “Examples, Not Rumors” of successful adaptations and USES of Minecraft for teaching/learning in higher education. Especially those submitted in advance
And we’ll try to extract from these activities a few recommendations/questions/requests re Minecraft in higher education.
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Examples:
Minecraft Education Edition: https://education.minecraft.net/
(more info: https://blog.stcloudstate.edu/ims/2017/05/23/minecraft-education-edition/)
K12:
Minecraft empathy skills: http://www.gettingsmart.com/wp-content/uploads/2017/04/How-Minecraft-Supports-SEL.pdf
Higher Ed:
https://education.minecraft.net/discussion/minecraft-higher-education/
https://education.minecraft.net/discussion/using-mcee-in-higher-education/
Why NOT to use minecraft in education:
Using Minecraft in Higher Education
https://groups.google.com/forum/#!topic/minecraft-teachers/cED6MM0E0bQ
https://www.youtube.com/watch?v=Lsfd9J5UgVk
Physics with Minecraft example
Chemistry with Minecraft example
Biology
other disciplines
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Does learning really happen w Minecraft?
Callaghan, N. (2016). Investigating the role of Minecraft in educational learning environments. Educational Media International, 53(4), 244-260. doi:10.1080/09523987.2016.1254877
Noelene Callaghan dissects the evolution in Australian education from a global perspective. She rightfully draws attention (p. 245) to inevitable changes in the educational world, which still remain ignored: e.g., the demise of “traditional” LMS (Educase is calling for their replacement with digital learning environments https://blog.stcloudstate.edu/ims/2017/07/06/next-gen-digital-learning-environment/ and so does the corporate world of learning: https://blog.stcloudstate.edu/ims/2017/03/28/digital-learning/ ), the inevitability of BYOD (mainly by the “budget restrictions and sustainability challenges” (p. 245); by the assertion of cloud computing, and, last but not least, by the gamification of education.
p. 245 literature review. In my paper, I am offering more comprehensive literature review. While Callaghan focuses on the positive, my attempt is to list both pros and cons: http://scsu.mn/1F008Re
levels of interaction have grown dramatically and have led to the creation of general use of massive multiplayer online role playing games (MMORPGs)
These affordances develop both social and cognitive abilities of students
Nebel, S., Schneider, S., Beege, M., Kolda, F., Mackiewicz, V., & Rey, G. (2017). You cannot do this alone! Increasing task interdependence in cooperative educational videogames to encourage collaboration. Educational Technology Research & Development, 65(4), 993-1014. doi:10.1007/s11423-017-9511-8
Abrams, S. S., & Rowsell, J. (2017). Emotionally Crafted Experiences: Layering Literacies in Minecraft. Reading Teacher, 70(4), 501-506.
Nebel, S., Schneider, S., & Daniel Rey, G. (2016). Mining Learning and Crafting Scientific Experiments: A Literature Review on the Use of Minecraft in Education and Research. Source: Journal of Educational Technology & Society, 19(192), 355–366. Retrieved from http://www.jstor.org/stable/jeductechsoci.19.2.355
Cipollone, M., Schifter, C. C., & Moffat, R. A. (2014). Minecraft as a Creative Tool: A Case Study. International Journal Of Game-Based Learning, 4(2), 1-14.
Niemeyer, D. J., & Gerber, H. R. (2015). Maker culture and Minecraft : implications for the future of learning. Educational Media International, 52(3), 216-226. doi:10.1080/09523987.2015.1075103
Nebel, S., Schneider, S., & Daniel Rey, G. (2016). Mining Learning and Crafting Scientific Experiments: A Literature Review on the Use of Minecraft in Education and Research. Journal of Educational Technology & Society, 19(192), 355–366. Retrieved from http://www.jstor.org/stable/jeductechsoci.19.2.355
Wilkinson, B., Williams, N., & Armstrong, P. (2013). Improving Student Understanding, Application and Synthesis of Computer Programming Concepts with Minecraft. In The European Conference on Technology in the Classroom 2013. Retrieved from http://iafor.info/archives/offprints/ectc2013-offprints/ECTC2013_0477.pdf
Berg Marklund, B., & Alklind Taylor, A.-S. (2015). Teachers’ Many Roles in Game-Based Learning Projects. In Academic Conferences International Limited (pp. 359–367). Retrieved from https://search.proquest.com/openview/15e084a1c52fdda188c27b9d2de6d361/1?pq-origsite=gscholar&cbl=396495
Uusi-Mäkelä, M., & Uusi-Mäkelä, M. (2014). Immersive Language Learning with Games: Finding Flow in MinecraftEdu. EdMedia: World Conference on Educational Media and Technology (Vol. 2014). Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/noaccess/148409/
Birt, J., & Hovorka, D. (2014). Effect of mixed media visualization on learner perceptions and outcomes. In 25th Australasian Conference on Information Systems (pp. 1–10). Retrieved from http://epublications.bond.edu.au/fsd_papers/74
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more on Minecraft in this IMS blog
https://blog.stcloudstate.edu/ims?s=minecraft
https://elearningindustry.com/free-ebooks/guide-to-digital-badges-comprehensive
chapters
An introduction to digital badges and a brief history
Simply put, a digital badge is an indicator of accomplishment or skill that can be displayed, accessed, and verified online. These badges can be earned in a wide variety of environments, an increasing number of which are online.
The anatomy of digital badges
In addition to the image-based design we think of as a digital badge, badges have meta-data to communicate details of the badge to anyone wishing to verify it, or learn more about the context of the achievement it signifies.
The many functions of digital badges
Just like their real-world counterparts, digital badges serve a wide variety of purposes depending on the issuing body and the individual. For the most part, badges’ functions can be bucketed into one of five categories.
Badges are issued by individual organizations who set criteria for what constitutes earning a badge. They’re most often issued through an online credential or badging platform.
Criticism of digital badges
There are various arguments to be made against the implementation of digital badges, including the common issuance of seemingly “meaningless” badges.
The future of digital badges
With the rise of online education and the increasing availability of high quality massive open online courses, there will be an increasing need for verifiable digital badges and digital credentials.
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more on badges in this IMS blog
https://blog.stcloudstate.edu/ims?s=badges
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more on effective presentations in this IMS blog
https://blog.stcloudstate.edu/ims?s=effective+presentations
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http://digitalcuration.umaine.edu/
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Unger on digital curation
https://blog.stcloudstate.edu/ims/2016/12/06/digital-curation/
more on digital storytelling in this IMS blog
https://blog.stcloudstate.edu/ims?s=digital+storytelling
more on data literacy in this IMS blog
https://blog.stcloudstate.edu/ims/2017/09/19/scopus-webinar/
Students match their preference for hybrid learning with a belief that it is the most effective learning environment for them.
Despite the fact that faculty prefer teaching in a hybrid environment, they remain skeptical of online learning. Nearly half do not agree online 45% learning is effective.
https://library.educause.edu/~/media/files/library/2017/9/studentst2017infog.pdf
Students asked what technologies they wish their instructors used more, and we asked faculty what technologies they think could make them more effective instructors. Both agree that content and resource-focused technologies should be incorporated more and social media and tablets should be incorporated less.
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more on the use (or not) of ed technology in the classroom in this IMS blog
https://blog.stcloudstate.edu/ims/2017/04/03/use-of-laptops-in-the-classroom/
con?:with the advent of personal assistants like Siri and Google Now that aim to serve up information before you even know you need it, you don’t even need to type the questions.
pro: Whenever new technology emerges — including newspapers and television — discussions about how it will threaten our brainpower always crops up, Harvard psychology professor Steven Pinker wrote in a 2010 op-ed in The New York Times. Instead of making us stupid, he wrote, the Internet and technology “are the only things that will keep us smart.”
Pro and con: Daphne Bavelier, a professor at the University of Geneva, wrote in 2011 that we may have lost the ability for oral memorization valued by the Greeks when writing was invented, but we gained additional skills of reading and text analysis.
con: Daphne Bavelier, a professor at the University of Geneva, wrote in 2011 that we may have lost the ability for oral memorization valued by the Greeks when writing was invented, but we gained additional skills of reading and text analysis.
con: A 2008 study commissioned by the British Library found that young people go through information online very quickly without evaluating it for accuracy.
pro or con?: A 2011 study in the journal Science showed that when people know they have future access to information, they tend to have a better memory of how and where to find the information — instead of recalling the information itself.
pro: The bright side lies in a 2009 study conducted by Gary Small, the director of University of California Los Angeles’ Longevity Center, that explored brain activity when older adults used search engines. He found that among older people who have experience using the Internet, their brains are two times more active than those who don’t when conducting Internet searches.
the Internet holds great potential for education — but curriculum must change accordingly. Since content is so readily available, teachers should not merely dole out information and instead focus on cultivating critical thinking
make questions “Google-proof.”
“Design it so that Google is crucial to creating a response rather than finding one,” he writes in his company’s blog. “If students can Google answers — stumble on (what) you want them to remember in a few clicks — there’s a problem with the instructional design.”
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more on use of laptop and phones in the classroom in this IMS blog
https://blog.stcloudstate.edu/ims/2017/04/03/use-of-laptops-in-the-classroom/
White paper
https://formlabs.com/sla-3d-printing-for-educators-and-researchers/
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more on 3d printing in this IMS blog
https://blog.stcloudstate.edu/ims?s=3d+print
http://www.usf.edu/career-services/career-ready/
(per Mary Soroko)
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more on badges in this IMS blog
http://www.usf.edu/career-services/career-ready/